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There are numerous obstacles that local government managers still have to overcome have given rise to fresh and creative ideas for providing their communities with high-quality services at lower costs. Delivery of services in a cooperative manner It is becoming more common for the public sector to use civil society and/or the private sector to offer public goods and services. Three significant facets of these developing relationships are examined by the author in this article. Numerous such creative initiatives have surfaced as a result of the local government's cooperation with corporate, nonprofit, or other public organizations. However, before delving into this matter, the paper discusses why public partnerships are necessary in South Africa in order  to get quality services, and then specific instances of cooperative service quality projects are discussed. This article offers a viewpoint to emphasize crucial considerations that local officials should make when determining which services could profit from these kinds of partnerships and which type of cooperation might be most likely to assist a community in reaching its objectives.

Many Bachelor of Education (BEd) students encounter difficulties in understanding research concepts, particularly in formulating problem statements which hampers their ability to articulate and develop their research effectively. This paper aims to propose strategies to enhance research skills among the BEd students at a University of Technology, focusing on research skill development and exploring the effectiveness of integrating practical research skills through face-to-face interaction. The paper is rooted in connectivism, which argues for the use of technology and life-long learning to enhance research skills. The research study was qualitative involved 30 participants. A discussion group was established on WhatsApp in order to gather qualitative data. WhatsApp is commended for being quick and easy to use, enabling participants to interact from the comfort of their own spaces. Purposive sampling was employed in this paper with 30 final year students from different specialisations. The data was analysed using themes and sub-themes. The findings indicates that many students struggle with formulating the problem statement, establishing the background of the study, and providing a rationale for their research, which negatively impacts their research development. The study proposes targeted interventions such as structured research mentorship programs, integration of research workshops into the curriculum and the use of technology-enhanced learning tools to scaffold research learning. Further propose a strategy to bridge the gap between theoretical knowledge and practical research application, ultimately fostering a culture of inquiry and academic rigor among future teachers. Based on these findings, restructuring the research component within the B Ed program is essential.  This includes integrating research components in Teaching Practice training to promote reflective practice and facilitate research skill development among BEd students.

The growing use of AI in higher education has heightened interest in genuine e-assessment to improve assessment efficacy, inclusivity, and academic integrity. Nonetheless, the implementation of AI-enhanced assessment techniques in South African higher education is inconsistent, influenced by structural disparities, ethical dilemmas, and differing degrees of institutional preparedness. This study offers a qualitative systematic literature analysis that investigates the implementation issues and pedagogical ramifications of AI-enhanced genuine e-assessment at South African Higher Education Institutions (SAHEIs). The evaluation, structured using a PICo-informed framework and according to PRISMA principles, synthesised evidence from 49 peer-reviewed publications published from 2020 to 2024. A narrative theme synthesis was utilised to examine persistent patterns concerning implementation obstacles, ethical considerations, assessment change, inclusion, and governance. AI-driven assessment technologies have significant advantages, such as higher grading consistency, scalability, tailored feedback, and increased student involvement. Nonetheless, infrastructural constraints, ongoing digital disparities, inadequate faculty readiness, and the lack of cohesive institutional policies hinder these advantages. Ethical concerns, especially algorithmic bias, data privacy, and academic integrity, exacerbate the implementation of AI in varied and resource-limited settings. This analysis finds hybrid evaluation models that integrate AI automation with human judgement as the most pedagogically sound and ethically responsible method. The study indicates that AI-enhanced authentic e-assessment possesses transformative potential for SAHE, contingent upon context-sensitive policies, ongoing professional development, equitable infrastructure investment, and strong ethical governance frameworks.

This study examines how small agribusinesses in Mangaung Metropolitan Municipality, South Africa, respond to digital disruption within a changing rural economy. Using a hybrid methodology combining bibliometric analysis and thematic synthesis, it draws on 2015–2024 data from Scopus and Web of Science. Bibliometric mapping reveals global research trends, while thematic analysis identifies local coping strategies. Findings show that despite financial and infrastructural constraints, small agribusinesses employ informal digital practices to improve efficiency and navigate market challenges. The study highlights grassroots innovation and resilience in a resource-constrained context, offering a context-sensitive view of digital adoption. It contributes to theory by extending the Diffusion of Innovation framework to rural entrepreneurship and emphasises the role of digital inequality in shaping innovation. The research provides valuable insights for policy, support mechanisms, and future studies aimed at fostering inclusive digital transformation in marginalised agribusiness settings.

The psychological and emotional well-being of academic staff in the South African higher education system is affected by multiple challenges that obscure the delivery of distinct academic projects. These challenges have an impact on the academic staff’s mental health. The primary objective of this study is to investigate the mental health stressors affecting academic program coordinators at a South African university. By identifying and analyzing specific challenges, the research aims to provide actionable insights to inform institutional policies and interventions designed to improve the mental well-being of academic staff. This study will broaden the understanding of the mental health stressors among South African universities. The study is premised within an interpretivist paradigm and uses a case study qualitative design. Individual interviews were conducted with 4 purposively selected academic programme coordinators.  Data were analysed using thematic and narrative analyses. The findings identified five mental health stressors that affect academic programme coordinators. These stressors are (1) increased and heavy workload with many modules and extra administration; (2) understaffing- increased students-no creation of new posts; (3) duplication of duties and work transfer; (4) lack of support, and lack of implementation of resolutions; and (5) over-use of part-time lectures at most 50 part-time lectures.  As part of the conclusions, the study recommends that the university conduct a job analysis to revisit and reimagine job descriptions and organizational structure to alleviate job duplication and job transfer. Furthermore, the study proposes adequate staffing and equitable workloads across the university’s academic and support staff

There are numerous obstacles that local government managers still have to overcome have given rise to fresh and creative ideas for providing their communities with high-quality services at lower costs. Delivery of services in a cooperative manner It is becoming more common for the public sector to use civil society and/or the private sector to offer public goods and services. Three significant facets of these developing relationships are examined by the author in this article. Numerous such creative initiatives have surfaced as a result of the local government's cooperation with corporate, nonprofit, or other public organizations. However, before delving into this matter, the paper discusses why public partnerships are necessary in South Africa in order  to get quality services, and then specific instances of cooperative service quality projects are discussed. This article offers a viewpoint to emphasize crucial considerations that local officials should make when determining which services could profit from these kinds of partnerships and which type of cooperation might be most likely to assist a community in reaching its objectives.

Many Bachelor of Education (BEd) students encounter difficulties in understanding research concepts, particularly in formulating problem statements which hampers their ability to articulate and develop their research effectively. This paper aims to propose strategies to enhance research skills among the BEd students at a University of Technology, focusing on research skill development and exploring the effectiveness of integrating practical research skills through face-to-face interaction. The paper is rooted in connectivism, which argues for the use of technology and life-long learning to enhance research skills. The research study was qualitative involved 30 participants. A discussion group was established on WhatsApp in order to gather qualitative data. WhatsApp is commended for being quick and easy to use, enabling participants to interact from the comfort of their own spaces. Purposive sampling was employed in this paper with 30 final year students from different specialisations. The data was analysed using themes and sub-themes. The findings indicates that many students struggle with formulating the problem statement, establishing the background of the study, and providing a rationale for their research, which negatively impacts their research development. The study proposes targeted interventions such as structured research mentorship programs, integration of research workshops into the curriculum and the use of technology-enhanced learning tools to scaffold research learning. Further propose a strategy to bridge the gap between theoretical knowledge and practical research application, ultimately fostering a culture of inquiry and academic rigor among future teachers. Based on these findings, restructuring the research component within the B Ed program is essential.  This includes integrating research components in Teaching Practice training to promote reflective practice and facilitate research skill development among BEd students.

The growing use of AI in higher education has heightened interest in genuine e-assessment to improve assessment efficacy, inclusivity, and academic integrity. Nonetheless, the implementation of AI-enhanced assessment techniques in South African higher education is inconsistent, influenced by structural disparities, ethical dilemmas, and differing degrees of institutional preparedness. This study offers a qualitative systematic literature analysis that investigates the implementation issues and pedagogical ramifications of AI-enhanced genuine e-assessment at South African Higher Education Institutions (SAHEIs). The evaluation, structured using a PICo-informed framework and according to PRISMA principles, synthesised evidence from 49 peer-reviewed publications published from 2020 to 2024. A narrative theme synthesis was utilised to examine persistent patterns concerning implementation obstacles, ethical considerations, assessment change, inclusion, and governance. AI-driven assessment technologies have significant advantages, such as higher grading consistency, scalability, tailored feedback, and increased student involvement. Nonetheless, infrastructural constraints, ongoing digital disparities, inadequate faculty readiness, and the lack of cohesive institutional policies hinder these advantages. Ethical concerns, especially algorithmic bias, data privacy, and academic integrity, exacerbate the implementation of AI in varied and resource-limited settings. This analysis finds hybrid evaluation models that integrate AI automation with human judgement as the most pedagogically sound and ethically responsible method. The study indicates that AI-enhanced authentic e-assessment possesses transformative potential for SAHE, contingent upon context-sensitive policies, ongoing professional development, equitable infrastructure investment, and strong ethical governance frameworks.

This study examines how small agribusinesses in Mangaung Metropolitan Municipality, South Africa, respond to digital disruption within a changing rural economy. Using a hybrid methodology combining bibliometric analysis and thematic synthesis, it draws on 2015–2024 data from Scopus and Web of Science. Bibliometric mapping reveals global research trends, while thematic analysis identifies local coping strategies. Findings show that despite financial and infrastructural constraints, small agribusinesses employ informal digital practices to improve efficiency and navigate market challenges. The study highlights grassroots innovation and resilience in a resource-constrained context, offering a context-sensitive view of digital adoption. It contributes to theory by extending the Diffusion of Innovation framework to rural entrepreneurship and emphasises the role of digital inequality in shaping innovation. The research provides valuable insights for policy, support mechanisms, and future studies aimed at fostering inclusive digital transformation in marginalised agribusiness settings.

The psychological and emotional well-being of academic staff in the South African higher education system is affected by multiple challenges that obscure the delivery of distinct academic projects. These challenges have an impact on the academic staff’s mental health. The primary objective of this study is to investigate the mental health stressors affecting academic program coordinators at a South African university. By identifying and analyzing specific challenges, the research aims to provide actionable insights to inform institutional policies and interventions designed to improve the mental well-being of academic staff. This study will broaden the understanding of the mental health stressors among South African universities. The study is premised within an interpretivist paradigm and uses a case study qualitative design. Individual interviews were conducted with 4 purposively selected academic programme coordinators.  Data were analysed using thematic and narrative analyses. The findings identified five mental health stressors that affect academic programme coordinators. These stressors are (1) increased and heavy workload with many modules and extra administration; (2) understaffing- increased students-no creation of new posts; (3) duplication of duties and work transfer; (4) lack of support, and lack of implementation of resolutions; and (5) over-use of part-time lectures at most 50 part-time lectures.  As part of the conclusions, the study recommends that the university conduct a job analysis to revisit and reimagine job descriptions and organizational structure to alleviate job duplication and job transfer. Furthermore, the study proposes adequate staffing and equitable workloads across the university’s academic and support staff